Developing Aspiring Principals’ Critical Consciousness Using Equity-Oriented Pedagogies

• In Event: Perspectives on Aspiring School Leadership Development

Abstract

The purpose of this study was to understand how principal preparation program faculty perceive the role of their pedagogical practices in developing aspiring principals’ critical consciousness. Freire’s (1970) notion of conscientização was used to frame the study’s analysis. Through a purposively drawn sampling approach, a total of 15 faculty and coordinators from 11 principal preparation programs participated in this study. Data for this study were collected in two ways; semi structured interviews and document analysis. The analysis reports three major findings: developing trust, facilitating critical awareness, and engaging in equity-oriented leadership. Implications are offered for faculty across principal preparation programs and future research.

Author

• Mario Jackson, Florida State University